Alex Tucker

Lesson Title:
Problem solving through visual representations of fractions
Grade:
4th
Grade Remedial Math
Time Allotment:
1 mini-lesson (20 minutes)

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Overview:
1. Rationale:
This lesson was designed in response to student work analyzed from a recent benchmark exam. The
students work provided a great initial framework of the problem solving process by providing a
diagram and visuals of their work. From there, I designed a remedial mini-lesson to try and enhance
the students understanding of how to properly show the visual relationship between a whole and
its fractional part, as well as how to provide an adequately detailed explanation of their work on a
standardized assessment.
2. Lesson summary:
Through hands on experimentation, the students will work with fraction strip manipulatives to
develop problem solving skills necessary to answer open ended style questions dealing with
fractions at the 4th
grade academic level. The students will work together with their fellow
classmates
and teacher to work step by step through an open ended math problem and provide a

written explanation of their answer and supporting work. Finally, the students will complete an
independent work problem to measure the level of student progress and success.

3. Key concepts:
Fractions are pieces or parts of a greater whole.
Fractions of different lengths or values can be combined to make a whole, but their value
may not exceed the value of the whole.
An analysis and an appropriate clear description of work is needed when providing an
explanation of the solution to a problem.

4. Essential Questions:
Can fractions of different values be combined to equal one whole?
Can a fraction or part of a whole be broken down into smaller pieces of different value?

5. Standards
PA Standards for Mathematics
2.1.4.A: Apply number patterns and relationships to count and compare values of whole numbers,
simple fractions, mixed numbers, and decimals.
2.1.4.B: Represent equivalent forms of the same whole number, fraction, or the same decimal
through the use of concrete objects, drawings, word names, and symbols.
2.1.4.F: Understand the concepts of addition and subtraction and their inverse relationships;
understand the concepts of multiplication and division; use the four basic operations to solve
problems; including word problems and equations.

Alex Tucker

2.4.4.A: Use models, number facts, and properties to make conjectures, draw conclusions, and
explain reasons for conclusions.
2.4.4.B: Recognize and use precise language to describe connections between mathematical ideas.
2.5.4.A: Develop a plan to analyze a problem identify the information needed to solve the
problem, carry out the plan, check whether the answer makes sense, and explain how the problem
was solved in grade appropriate contexts.

PA Standards for Reading Comprehension

1.1.4.D: Demonstrate comprehension/understanding before reading, during reading, and after
reading on grade level texts through strategies such as retelling, summarizing, note taking,
connecting to prior knowledge, supporting assertions about text, and non-linguistic
representations.

1.1.4.E:Demonstratefluencyinoralreadingofgradeleveltextsdemonstrateanappropriate
rateofsilentreadingbasedupongradeleveltexts.
R4.B.3.2:Distinguishbetweenessentialandnonessentialinformationwithintext.

1.2.4.E:Read,understand,andrespondtoessentialcontentoftextinallacademicareas.

PAStandardsforWriting
1.5.4.A:Writewithaclearfocus,identifyingtopic,task,andaudience

1.5.4.B:Developcontent

1.5.4.C:Organizewritinginlogicalorder

5. Vocabulary:
numerator, denominator, equivalent fractions, whole
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Objectives:
The student will demonstrate...
1. Knowledge:
The students will be able to identify the idea that many different fractions can be added
together to equal one whole and not exceed the value of the original whole.
The students will be able to deconstruct a whole and identify the different parts (fractions) it
can be comprised of.
The students will be able to identify important/relevant information from an open ended
prompt.
The students will be able to provide an appropriately detailed explanation of their work and
solution.

Alex Tucker

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Assessment:
1. Assessment will be based on:
Formative assessment includes:
o Informal observations during the lesson
o Informal questioning during the lesson
o Math minute warm up at the beginning of the lesson
o Exit ticket activity before the students leave the session
Summative assessment includes:
o Assessments will be provided by classroom teachers with reports of student
performance given.

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Student Supplies/ Materials List

Laptop, projector, digital whiteboard, math minute warmup, fraction strips, open-ended activity
handout, pencils, markers, exit ticket activity

Instructional Procedures:
1. Motivation/Engagement:
The students will complete a Math Minute warm up activity
o Given several examples of a whole the students will need to break it down into a
prompted number of fractional pieces.
The student work will be reviewed with answers shown on the digital whiteboard.
o Question the students if different fractional values could be pieced together to make the
original whole?
o Make sure to explain to the students that this only works when were are using fraction
strips! When we move on in math a little bit later in the year we will be doing something a
little different when we add and subtract fractions.
2. Development
:
As a small group, we will work through the 4th
grade open ended task
o The students will explore with the fraction strip manipulatives to find solutions to the Queen
Arlene open ended problem.
o As a group we will identify and highlight the important information from the problem.
o Through a class led discussion, we will uncover how the problem could be solved.
o Once a solution is given, model the proper way to provide an answer with an explanation of
your work.
o Once the student example is complete, have the students work on the independent work
problem. Be sure to monitor student work during this time and gauge their progress.
Review the solutions at the end.

Alex Tucker

3. Culmination/Close:
Review the concepts and objectives of the lesson
o Can different fractions be combined to equal one whole? (Yes)
o Can one whole be deconstructed into different fractional parts? (Yes)
o What is a good strategy to make sure we answer all the parts of an open ended problem?
(Break the problem down into separate parts, like directions, in-order to make sure all parts
are answered)
o How should an open ended problem be answered? (Through a clear, detailed, and complete
sentence.)

Modifications/ Adaptations:
Modifications and adaptations can be made as necessary to assure that all children are provided
with the tools and opportunities necessary to experience success within the classroom.

Teacher self-critique:

My teaching of this lesson:

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Needed improvement
Highly successful

What would I do differently next time?